colored fishes were put on the floor in front of the class. The researcher told the pupils that they would look for fish in the river. In addition, the researcher gave some
instructions to the pupils. First, the researcher asked the pupils to imagine that the fishes were fishes in the river. Second, the researcher called three pupils to come in
front. Then, the pupils had to jump to the river and to take the colored fish. Next, the pupils had to mention the color of the fish they took. The other pupils would decide
whether their friends mentioned the correct color or not. And the last, the researcher asked the other pupils to come in front and did the games. The example of the game
was shown below: • The pupils jumped and took the fish in the river.
The pupils were supposed to jump and took the fish in the river. They also had to mention the color of the fish
In this game the pupils had the opportunity to improve their linguistic intelligence, logical-mathematical intelligence, bodily-kinesthetic intelligence,
intrapersonal intelligence, and interpersonal intelligence. By asking the pupils to identify the color of the fish and mention it to the class, the researcher had attempted
to sharpen pupils’ linguistic intelligence and the logical-mathematical intelligence. The pupils improved their bodily-kinesthetic intelligence by jumping in the river. By
listening to the teacher’s explanation and involving actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence. By supporting
their friends in the game, the pupils improved their interpersonal intelligence. All of the pupils enjoyed playing this game. There were no difficulties faced
by the pupils. All of them could play the game well. However, there was one pupil who did not want to join the game because he was sick.
6. Where My Eyes Are
To introduce vocabularies about part of the body, the researcher created a game named “Where My Eyes Are” which belonged to topic III. In this game, the
researcher needed media which were three large pictures of someone’s head and body without eyes, mouth, ears, nose, hands, and legs and three sets of the parts of face
eyes, mouth, ears, nose, hands, and foot made from paper. The pictures were put in the whiteboard in front of the class. Then, the researcher explained about how to play
the game. First, the researcher divided the pupils into three groups. Then, the researcher distributed the parts of face eyes, mouth, ears, nose, hands, and foot to
each group. Third, the researcher mentioned a part of the body and the pupils who brought the part of the body the researcher mentioned had to run to stick it to the
pictures of the body. And the last, the researcher mentioned another part of the body and the pupils had to run to stick it in the right places. The example of the game was
shown on the following page:
• The pupils were supposed to stick the parts of the body in the body
This game emphasized linguistic, visual-spatial, bodily kinesthetic, intrapersonal and interpersonal intelligence. The pupils had the opportunity to
improve their visual-spatial intelligence and the linguistic intelligence by arranging a picture of someone’s body and pronouncing the part of the body in the picture. Then,
by asking the pupils to run to stick the part of the body in the picture of the body, the researcher had attempted to sharpen pupils’ bodily-kinesthetic intelligence. By asking
the pupils to join actively in the game, the researcher had attempted to sharpen pupils’ intrapersonal intelligence. In addition, this game also gave the pupils the opportunity
to improve their interpersonal intelligence by taking turn with other pupils in the game.
However, the pupils sometimes could not take the correct part of the body because they had not memorized the meaning of each vocabulary well. The pupils
still needed a few seconds to find the meaning of the vocabulary mentioned by the teacher. Thus, to solve this problem, the teacher helped the pupils by asking others
pupils to help their friends
